Journal Articles
Reynolds, A. J., Richardson, B., Hayakawa, C. M., Lease, E. M. Warner-Richter, M. Englund, M. M., Ou, S., Sullivan, M. (2014). Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement. Journal of American Medical Association, 312(20):2126-34. doi: 10.1001/jama.2014.15376. MLS data
Hayakawa M, Englund MM, Candee A, et al. (2015). Effective Partnerships in School Reform: Lessons Learned From the Midwest Child-Parent Center Expansion. Journal of Education for Students Placed at Risk. 20(4), 263-280. MLS data
Reynolds, A. J., Richardson, B., Hayakawa, C. M., Englund, M. M., & Ou, S. (2016). Multi-Site Expansion of an Early Childhood Intervention and School Readiness. Pediatrics. 2016;138(1):e20154587. DOI: 10.1542/peds.2015-4587. MLS data
Richardson, B. A., Reynolds, A. J., Temple, J. A., & Smerillo, N. E. (2017). School readiness in the Midwest Child-Parent Center Expansion: A propensity score analysis of year 1 impacts. Children and Youth Services Review, 79 (Supplement C), 620-630. doi:https://doi.org/10.1016/j.childyouth.2017.06.042. MLS data
Reynolds, A. J., & Candee, A. J. (2019). Dimensionality and Predictive validity of the Classroom Learning Activities Checklist in Prekindergarten. Educational Assessment, Evaluation and Accountability, 31, 381-407. doi:10.1007/s11092-019-09306-7 Open access. MLS data
Varshney, N., Lee, S., Temple, J. A., & Reynolds, A. J. (2020). Does early childhood education enhance parental school involvement in second grade?: Evidence from Midwest Child-Parent Center Program. Children and Youth Services Review, 117, 105317. Open access. MLS data
Mondi, C. F., & Reynolds, A. J. (2021). Socio-emotional learning among low-income prekindergartners: The role of individual factors and early intervention. Early Education and Development, 32 (3), 360-384, DOI: 10.1080/10409289.2020.1778989 MLS data
Reynolds, A. J., Richardson, B. A., & Lee, S. (2021). Preschool and kindergarten impacts of the Midwest expansion of the Child–Parent Centers in the Saint Paul public schools. Developmental Psychology, 57(4), 489–505. https://doi.org/10.1037/dev0001160 The manuscript is now available in PubMed Central (PMC) for public access. MLS data.
Vaisarova, J., & Reynolds, A. J. (2022). Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers’ school readiness. Educational Assessment, Evaluation and Accountability. 34(2), 195-226. https://doi.org/10.1007/s11092-021-09376-6. Open access. MLS Data.
Reynolds, A. J., Smerillo, N. E., Ou, S.-R., Loveman-Brown, M., & Varshney, N. (2023). School performance in third grade after a full-day vs part-day preschool program. JAMA. https://doi.org/10.1001/jama.2023.20010 Preprint. MLS Data.
Dissertations
Candee, A. J. (2016). The Classroom Learning Activities Checklist: Validity Evidence of an Observation Tool in Preschool. Unpublished doctoral dissertation, University of Minnesota, Twin Cities. MLS data.
Richardson, B. A. (2017). Three Essays on the Economics of Early Education. Unpublished doctoral dissertation, University of Minnesota, Twin Cities. MLS data.
Lee, S. (2021). Three essays in Early Childhood Education. Unpublished doctoral dissertation, University of Minnesota, Twin Cities. MLS data.
Smerillo, N.E. (2022). Preschool parent perceptions of school climate and child achievement. Unpublished doctoral dissertation, University of Minnesota, Twin Cities. MLS data.
Manual
Reynolds, A. J., Hayakawa, M., Candee, A., & Englund, M. M. (2016). CPC P-3 Program Manual: Child-Parent Center Preschool–3rd Grade Program. Minneapolis: University of Minnesota, Human Capital Research Collaborative.